教學型大樓生命週期功能單元探討

Abstract

近年來由於全球暖化議題，國際標準組織 (ISO) 提出生命週期評估（Life-cycle assessment, LCA）評估產品環境因素和影響的相關依據，由於建築產業是高度複雜的且代表著重大的社會責任和資源投資，使得建築業有別於其他工業化產業，對於標準量化生命週期具有相當大的挑戰。 在 LCA 中比較兩個或多個不同的產品系統時，功能單元的定義和評估邊界的選擇困難，導致建築業內實施的功能單元( Functional unit, FU )有顯著差異。 本研究透過不同教學大樓碳排放結果分析，找出可能適用的教學型大樓功能單元，及設計相關問卷探討大眾對於教學型大樓功能單元的需求，整合探討與分析教學型大樓 LCA 中適合使用的功能單元狀態，提供教學型大樓的功能單元最佳依據，提出教學型大樓所有 LCA 的功能單元的潛力。 結果顯示用基礎功能單元比較去描述一棟教學型建築物的碳排放量，是無法描述以及看出建築物提供的服務質量，教學大樓的功能單元定義很難被量化，但要適度的量化才能確保比較的基準。

In recent years, due to the issue of global warming, the International Organization for Standardization (ISO) has proposed life-cycle assessment (LCA) as a basis for evaluating the environmental factors and impacts of products. The construction industry, being highly complex and representing significant social responsibility and resource investment, faces considerable challenges in standardizing lifecycle quantification compared to other industrial sectors. In Life Cycle Assessment (LCA), comparing two or more different product systems can be challenging when defining the functional unit and selecting the assessment boundaries. This challenge often leads to significant variations in the implementation of functional units (FU) within the construction industry. The objective of this study is to identify potentially applicable functional units for educational buildings by analyzing carbon emissions from three educational buildings. Additionally, the study aims to design questionnaires to investigate user preferences for the functional units of educational buildings. By integrating and analyzing appropriate functional units in the LCA of educational buildings, this study aims to establish an optimal foundation for functional units and highlight the potential of LCAs for educational buildings. The results indicate that using basic functional units to describe the carbon emissions of an educational building does not effectively represent the quality of services provided by the building. The definition of functional units for educational buildings is challenging to quantify, but it must be appropriately quantified to ensure a basis for comparison.